Big Idea

Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) Ã· (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) Ã· (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) Ã· (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples.

DO NOW

15 minutes

The distance between Central High School and Indian Trail is ¾ mile. If John walks a ¼ of a mile, what fraction amount did he walk?

I want students to model the problem and write a number sentence. Part of CCSS is to be able to understand what the problem is asking and then write the number sentence that applies. Students can use tape diagrams if they get stuck with the division. (SMP 1,2,4)

DO NOW.docx

Stations

60 minutes

Teacher work station – The students will be working with me, in small group, to develop a deeper understanding of dividing with fractions using raw problems. I want the students to continue to practice this skill. Working in small groups allows me to see who is getting it and who is not. I'm going to be looking for students to represent the fractions using common denominators and dividing the numerators to get their solutions. Struggling students will need to continue working with the visual and common denominators. I will be having these students start each problem by saying "how many _______ go in to ______" . This will help them think about the problem in terms of what is actually happening. It will also help them make sense of their answers. For students that understand the process, I’m going to have them start looking for the mathematical rule (SMP 8). I’m going to be asking them to look for another way to find their solution (multiply by the reciprocal).

During this station, it is not necessary for all students to understand the algorithm used for dividing fractions. Struggling students will practice using common denominators as I watch them step up and solve. Students that need an extension can look at the expression to come up with the steps to dividing fractions.

Computer work station:

During this station, students can review the video and then work on the quiz.

Independent work station:

The students will be working on a division of fraction problems that will require them to write the number sentence, use a visual , and solve. I like this problem because they first need to compare fractions and then they need to decide how many minutes she can play the video game with her given amount of credits. This problem is rich and meaningful. It will get the students thinking about what they’ve learned about division of fractions.

This problem will support (SMP 1,2,4,7)

Closure

10 minutes

For this closure, I want students to be thinking about division of fractions. I’m going to have them reflect and write on:

How do you know how to write the number sentence?

What strategy do you use to divide?

How do you know if your answer makes sense?

I’m looking at student thinking and understanding. Do they have a clear picture of what it means to divide fractions? Do they understand they could use a model to help them divide and set up the number sentence? Do they know that when they divide fractions by fractions and whole numbers by fractions their quotient becomes larger?

Students need this type of reflection to do a self-assessment of their own learning. They will get a good sense of whether they get the concept or not by how easily the responses come to them.